At Harley, Kelly gravitated toward the arts. They played basketball in Middle and Upper School but spent much of their time exploring creative outlets, especially ceramics. “I was always in the ceramics studio with Lyn Parsons (Art, 2007-2021) and Miss (Rebecca) Tracy P ’35 (Art, 2007-present) whenever I could be,” Kelly says. They also participated in theater productions throughout and appreciated the freedom Harley gave students to try different things. The only arts class they skipped was glass—mainly because Andrew ’10, their brother, had already made a name for himself in the glass studio. “I felt like I had to be different from him,” Kelly laughs. “Maybe someday I’ll try it.”
Several teachers left a lasting impression on Kelly, not just for what they taught but for how they supported students. Grade 4 teacher Matt Budd ’96 (Lower School, 2002-09) stood out for his kindness and compassion, while Middle School teacher Carrie Rebis (Learning Resource, 2009-15) was known as a person any student could turn to for help or a warm presence. Kelly also points to math teacher Seth O’Bryan P’32, ’34 (Math, Upper School Dean, Interim Head of Middle School, 2010-present) as someone who had a particularly strong impact on their high school experience. Having since worked as a teacher themselves, Kelly says they have an even deeper appreciation for what that kind of presence in the classroom requires.
“Teaching is hard,” Kelly says. “There’s pressure from parents, from administrators, and from yourself—you want to be the best teacher you can be while still being there for your students. It’s a lot to balance.”
What stood out about Mr. O’Bryan was the way he approached learning as a shared process. Rather than sticking to one method of explaining a concept, he was willing to adapt and try new approaches until something clicked.
“Especially in math, teachers can sometimes get stuck teaching things the same way they always have,” Kelly says. “But Mr. O’Bryan really understood that not everyone learns the same way. If something didn’t work, he’d try explaining it differently. If that didn’t work, he’d try something else. It felt collaborative—like we were figuring it out together.”
Just as important was the environment he created outside the classroom. Mr. O’Bryan’s door was always open, and he made an effort to connect with students whether they were in his class or not.
“I actually connected with him before I ever had him as a teacher,” Kelly says. “He was always inviting people to stop by and chat and would strike up conversations in the hallway. When I finally had his class for FST in Grade 10, that just amplified everything I already appreciated about him.”
After graduating from Harley, Kelly initially enrolled at The New School in New York City, drawn to the excitement of studying in a major city. But after a year, they realized the school wasn’t the right fit. “I wanted something really different from Harley,” Kelly says. “But it turned out I missed the sense of community and engagement that I had there.” Kelly transferred to Northeastern University, where they earned a degree in cultural anthropology, a field that appealed to their wide range of interests. “I liked math and science and English and history,” Kelly says. “Anthropology felt like a place where all of those things could come together.”
Through Northeastern’s co-op program, Kelly gained experience working in an extended-day program at a school in Brookline and continued teaching there for a year after graduating in 2021. Starting a teaching career during the pandemic proved challenging, however. “I loved the kids,” Kelly says, “but teaching during lockdown was exhausting.” In 2022, a recruiter reached out about an entry-level role at MIT, where Kelly now supports philanthropic advisors who work with major donors. “It’s not a field I expected to end up in,” they say, “but I’m grateful for the opportunity.”
While Kelly’s career path has shifted along the way, they’ve learned something important about what they want from work—and life. “I don’t really have a dream job,” Kelly says with a laugh. “Because I don’t dream of labor.” Instead, they value having a job that allows space for the rest of their life. Outside of work, Kelly spends time making art, journaling, reading, playing video games, juggling, and visiting Boston’s many museums with their partner.
Nearly ten years after graduating, Kelly sees their Harley experience from a different perspective. “There were things in Upper School that felt huge at the time,” they say. “But looking back now, they feel like pebbles.” What remains most meaningful is the community and opportunities Harley provided. Advice to current students is simple: enjoy it while it lasts. “Even when you have senioritis and just want to start the next chapter,” Kelly says, “take a moment to appreciate the experience.”
